The pandemic intertwining with mediatization 275 was consolidated into a single environment, in the form of a campus that would become a reference in the late 1960s of the last century, when its identity was associated with these new buildings, in physical and symbolic terms. Until then, the university was welcomed into the meshes of the cities, mixing with the polyphonic complexity of socio-urban environments. In a way, those were times when, by merging with the buildings of the cities, the university stood out as a kind of “sanctuary,” as a niche responsible for the maintenance of memory and the transformation of architectural and cultural landscapes, et cetera of the metropolises. The cultural and scientific capitals of the universities were mixed with the values of the cities, pos- sibly creating a new notion of community, from which future candidates for admission to higher education drew references to build and subsidize their educational paths. To a large ex- tent, the creation of the campus promoted the association of the university with new territoriality, which would thus pro- gressively escape the subsequent fragmentation of the geo- graphical context from which it was created. It had complex consequences as the university began to function according to parameters of its own reality: its links with the realities that served as its birthplace, where they were created, began to disappear, and a self-referential entity emerged, which mate- rialized and produced meanings, from the very contours of the campus. This disconnection is perhaps a fact that explains the loss, in a way, of the symbolic connection that the university had with the geographical and cultural context in which it was created. And, in its place, a new entity emerged whose paths were made according to narratives and logics inherent to the culture of the emerging bureaucracy of organizations and their imaginaries. Possibly, the first forms of access that young people had to enter university were associated with the values of “do- ing in company.” They did not rely only on abstract notices but on references (oral, etc.) about their future masters, with whom they could share their training. This aspect worked as a mobiliz- ing motivation and, in many circumstances, defined the paths that young people would choose to make this transition. Admis- sion to the university was associated with a non-abstract and
RkJQdWJsaXNoZXIy MjEzNzYz